Abstract
Lesson study offers a powerful set of lenses that can sharpen our gaze on teaching. It invites the teachers engaged in conducting a research lesson, observers of the lesson, or even those studying lesson study as a practice to consider small moments and movements in a single lesson and fine details of teaching with the goal of understanding and improving teaching and learning. Yet anyone engaged in lesson study would remind us that it is not only a lens that magnifies the current moment, the act of teaching, but lesson study also gains its power from its ability to focus the educator on connections between the present and future. By considering goals for learning in guiding a lesson plan, looking closely at the enactment of that plan in an instance of teaching, and revising and reflecting on the plan’s effect, teachers and others engaged in the practice of lesson study move between big ideas and micro-moments. Lesson study thus naturally weaves back and forth from future to present back to future.
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Notes
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The creation and growth of the World Association of Lesson Studies and its journal (the International Journal for Lesson and Learning Studies) reflect this rapid global reach.
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Paine, L. (2019). Preface: Historical and Cultural Perspectives on Lesson Study in Japan and China. In: Huang, R., Takahashi, A., da Ponte, J.P. (eds) Theory and Practice of Lesson Study in Mathematics. Advances in Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-04031-4_8
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